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Kovac, Roberta J.; iollack Michael A.Simulation/Gaming in Teacher- Education:. AntAnnotatedBibliographpof Selected .lources for Use in theDevelopment-Of Teacher Training Programs.

INSTITUTION Indiana Univ., Eldomington. School of Education.Center for Invention.and Development.

NOTE 4011..

EDRS PPICE ME-$0.76 BC-$1.95 Plus Postage ,

DESC MORS *Annotated Bibliographies; Classrocm, Materials;*Educational Games;,Highir Education; *Simulation;*Teacher EducatiOn;"Teachersn *Teaching Experience

DENTIPIERS Centor for Invention and Deielopment

\( ,..

AESA CT ,

. .. The.Center for Invention and Development has compiled,4n annotateA bibliography which identifies sources and .setsparametevs'ii the, use of game-4 and simulation in the classroom. Theintroduction attempts to clarify the difference between simulationand gaming and the relative position of each 'iv teacher education.There are 134 items which cover general references, six journals andnewsletters, and 23 gikulfttions and games. Most items have beenpublished-or developed' since 1960. The source of a large percentage

'of the references are documents from- Resources in Education (RIFT and .

'Curtent Index' to Journals in Education (cm). (.uthor/DS)

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********t**4********* *a** et,tork********e**************************- . DoCumenti acquired by E IC'ilelude many informal unpublished *

materials not' available from other sources. ERIC makes every effort ** to obtain the best copy available. Nevertheless, items of marginal *reproducibility.are often enqountered,and this aff5cts the quality )11)

*.of the,..microfiche-and hardoopy reproductions ERIC makes available *

* via t4e'ERIC'Document Eeprodoption Service (UPS). EDRS is not . ** respensible for the quality of the 'Original document. Reproductions ** supplied by Ems are the best that can be made from the original. *

***********it****4*************************e*************,e************--

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Li MULATIONAAMING

IN ACHLR EDUCATION:

ANNOTATED AI Z3 i4r14Y OF SEXECTED somors

FO USE kV TUE DEVELPHMENT (r

TEACHER TRAINIW; PROGRAMS

r4t

Roberta Michael A..PdilAck

CENTER FOR INVENTION AND DEVELOPMENT

CRobert Heinich, Direbter)

lvision of Teac her Eduea ionSchool of EducatinIndiana University

Bloomington

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FOREWORD

Every studentohas to go throughdirected'observetion and

, student te ng. However, much time is wasted on everyone's

in mu f the current practice and certainly supervision'

'of stalent teachers isAnadequate, often carried but under r-

cumstanas that.prevent identifying cause and effect reiat

ships. Post hoc supervision often is little more thaO a eneral zed

discoSsion tether than a clinical analysis.

Thera no doubt is a place for direct field exp fences but

those experiences, sharply curtailed intime4 can rr de much

more, meaningful by expert guidance of the student htough selected

simulations. Time is likely to be a-very pretio commodity in

these programs and simulation is certainty 7 way to save it. Ilhat

we need is a Judicious mix 'of simulated and fi id-experiences.

The Center for Invention and Development Wiliconcentrateon-cre-

at, a bank of simulation expeTiences during the coming year.

with the cempletion'of this bibliogrdp y, which serves, the

purpose of identifying resourcesnA setting parameters, the Center

williconcentrate in the winter and spring Of, 1973 on developing a

more systematic and Indepth treatment on the section In the biblio-

graphy regarding Simulations & 6ames, incluang both descriptive

and judgmental evaluations .of products. In aOltion, the biblio-

graphy will be up-dated as often as provis necessary. if anyone

is interested in receiving these additions and/or evaluation re- -

ports., simply wr4te,to:

Center for ventiOn end Development.

School 'of EdjcatiOnIndiana Uni erSity ti

Bloomington Indiana 0401.

We would also like to hear from anyonewho has deyeioped an i

unpublished simulatton or ',game useable in teacher education programa,

for evaluation and inclusion, in our bibliographic additions.

17. t

U.

4

FORSOOK)

TABU OF COt

*

NTS. . ..

INTRODUCTION '' .\ . ... 0 .'

DIBLIOGRAPHIM7* # , . . . i

.GENERAL REFERENCES

4 II

k

2

. 2

SIMULATIONS AND'G ES.

to

tiers' Note: The_sOurces of annotations in this trbliography

r, are rrom one tHe folliming:, Research In Education,.(RIE);

Current Index to fJourna in Education CI,MU;77.1'Eie Revised R&D'

notated 81 acTranhy c led by.the Research and evelopme

Ceraciter, Education at the University of Texas atPaulA. Tweiker's Instructional Simulation S stems/and Hlia

Reference Shelf onMiuTaTiTan;" Zuckerman & Horn's The Cu ton Ga s for Edtication and Trainin 11,,The Carte, or I n-

yention anct.Developmant C D or, some state4ent, by the' author or

ptibliah iko4ucer. The entry in pa theSTS at OW nd-of each"

annotation 1,ndicates the stitirte.;-'

INTRODUCTION

, 4i

Reviewing the literature co simulation and /or gaming with the in-

tentico of mncovering accepted vid,commondefinitions of these terms Is

ii-fraftiess-ientseavor,.. some authors_ consider them roughil) synonymous,.

as in Morris Sanders' adage: "Simulatioo should be. used when talkingT

to administrators and games should,be used when talking:to students.

Others consider-them as two dlitinct entities, wherisiMulation refers

to some simplification of reality while:hopefully, maintaining the

essence ,of that' reality, whereas games are "competitive interactions

among partitipantik:twachleve pre-specified goals . [without neces-

sarily' reOlicating real world behavior." Still others enjoyAssing

the co:mound expression "simulation games" !A their attempts to shed

darkness.'

Applying Engleminn methOdi of concept analysis, a few coSmon

denominators or traits ginte\surface. The two pillars of simulation

are Involvement or rel0.0laying\On the one han#rand'a simPlifiedjut

Minimally distorted reflection of:some given reality:on the other, This

nefimmquently hears the term "role-playing simulation" or "interaction

tions". As Tantey states, "the whole thing about simulation is

,., you are, not what you do if: involvement ts the keynote." This

rucks Out, for example, such instructional de4ices as workbOokS and

mode s: Woikbookstall for student' licussion rathe7 then? role-

playihg. Models, although cryStalliiing sane set of relalonships,

call #r objective analysis and not directInvolvement. -

The concept of, games is adequatelYpresented.by.Charies Abt:

"Gathes are contests (play) among adversaries IPlayers) operating under

constraints (rules) for an objectiveJwinning, victory or pay-off) ;n4rt.

Juxtaposing these characteristics=of\simurations and games,various

relitionshi.ps arise. First are the non-siMulatibn games, which Twelker

defines as "comtkItitive learning contexts In which participant success

is determined by zhe degree-ofsubject matttr comprehension--of 4nfor-

matiop. concepts, geOralizationSeand/or theories-demonstrated during

l.Case Examples," NCSS Yearbook, )969, pp. 13 ,3,

Sanders,, Norris. "Changing Strategies of instruction: Three

24' Twelker, Paul. A., and Layde Ken. Educ tional Simulation/

AlCalps. .Stanford,'Calif.: Stanford University, ERIC Clearinghouse on

and-Technology, August, 1972, 1. : ,'

.

.' \es,

.,

' 3. As'quoted in:, Cruickshank, Donald R. Simulatien as. n Instruc-

tional Alternative In Teacher EdUcation. ATE Researh Bulletin No. 8.

Washington, D.C.: Assn. of Teacher Ed cators in Coopration-with ERIC

Clearin it on Teacher Education,. 1971, p. 8.

, es

4. 'Abt, Clark C., "Games for.Learning," -Simulati n Games in

Learning; Ed. Serene S. Boocock and E.O. Schild Bever y Hills,-Catif......_

Sage Publications, Inc.), 1968, pp. 67-68.4

-, ..

. 7:

contests;game plaY;" NeXt.are simulation games, or "learning ContektS

.

in which

the participant respon ; : . as kf be were in'the actual iiistef,:

Interaction being Ono tied.. The interaction is strOctuted by. rules and

'physical 'circumstances .., .,. Interpersonal simulation games combine the .

competitive -aspects of gaming_wab_the.-real-ity-replicatiOn ofiltulation

Wallow the participant 'a personal glimpse of how it peiss,to be in

\a

the dynatics of real cyst m interpersonal Interaction," Finally, a' non-

amme'simulation would car espond to an open-ended\role playing situation.

where competition between layers is reduced. 'To adequately,account'for _

these various combinations d to bring forth their interre onship, .

It Is becoming increasingly\popular to speak' of similatitYn/ aming, where

the slash represents an angior. reletrOnShip.: \-: '--

Olizteroffers a set of media attributes-or characteristics for'simu-

lationigaming-techniques. Games, he states, "[iend themselves] to easilr,

quantifiable' subject mitter such as math science, fand language-. .

[and emphasize) manipulationof concrete variables .

tions are] patticuiarly iiiii.ftinJete where qualitative factors are pare-

:-mount-..-v-4-land-emphasizel'ihuman-fattore.Alker"'"Persuisfonee;*communication, resource contra . . decision-making, and 'ptyching-.

out' Actions of othersPi, in the area of teacher education,lefollows,

instructional activities would lend themselves to.games,while behavioral

Problens in the classroOm could be more. easily mediated through simula-

tions. Community relationships as well as school administration studies

pose excellent_opportunittes_for a combinatilan simul'ation game.

The question as to where simulattonigaming'canbe incorporated into

teacher eddcation programs' is best left with individual curriculum de-.

velopers, since education programs.are of such °diversity and scope.

SOme delineation, however, of advantages, and limitations in the utilize-

tion of these'techniques will help clarify their possi011ities.

The'best reason for refraining from any type of dogmatic statement

regarding the advantages of simulation/gaming is the paucity of, existing

research. Na systematic attempts at researching the variods*faceti of

these techniques have yet been undertWen. As elsewhere, thereexist

only a few Isolated and unconnected studies with conflicting results,

showing either no or small significant differences in the' variables

studied. One of the more recent studies was conducted by Edmund Emmer -

at the R&D Center for Teacher Educatron at the University7of Texas-in

Austin. The Purpose of his study.was to "determine whether instructional

behavior! learned during a-series of simulated teaching experiences using

5. :rwelker, p. t.

6. Twelker,.p 2.

7. Glazier, Ray, How to Design Educatronal Games,Abt,Astociates,

inc.,.

Cambridge, Hass., 19 9, p. . 6

. *

IV

peers as students wogy_tEensfemere_sthive

ti

t

a

pea4J--uptts.llAnts..9---The definition used In this study for simulation,

was different `from the one here used, stating that "simulated

n involves the presentation of a lesson in which a teacher prac-

s some instructional behavior or teaching.style.in'a small "groupsubsequently receives feedback'aboat aspects of.his behavior-or

t the effects of his instruction."/ Nonetheleis, theresults ofhis report were encouraging, showing that some transfer did.take place- -

but the findings must remain ineoneusiveuntil duplicate experiments

are run.

Therefore.the suggestions which follow regarding the utilization of

simulation/ gaming techniques are merely hunches. The pamphlet byCrulckshanklo on-simulation identifiet the most common Justificationsftnv,:simulation/gaming in teacherleducation; .1) simulation permits

students to engage frequent and severe problems that might not occurduring field work; 2) simulation/gaming can."often provide experiences

cost model. of a high-cost env ronmerh,"" (that is, they can

cost-effective); 3) criticil s sense, simulation/gaming can'compress time by presenting-the student teacher with more decision-

points or problem situations In one setsion than might be experiencedIn an entire semester of field work. Space can also be compressed sincesimulation/gaming can present a variety of school environments, suchas inner city and suburban schools, whereas a student teacher normally

Is limited to one'field experienCe;'4) simulation/gaming-has the potentia)

for liMediate feedback, making it possible to identify cause-effect re-lationships for the student. Supervision of field experienCes is oftendifficult and consequently minimal, making diagnostic analysis nee y

impossible, thereby reducing the'ability of the program director't make

applicable feedback.

- Marten,.Buffie, and Dunfee state that "simulation is a type of readi-

ness activity in which'students develop and understanding

of the total role played by the, teacher."14 In addition, simulatien/

gaming allows emphasis to be put on decision making. Itis better than

8. Emmer, EdMund T. "Transfer of instructional Behavior and Per-formance Acquired, in Simulated Teachini," Report Series No. 50.' Austin;

University of Texas, Ritearch and oeyiriSpment Centerfar.Teacher'Eduta-tion, my, 1970, p. 1".

9. Emir, p. 1.

10. Cruickshank, Donald'4.1 Simulation as'n instructl 141tarrnative in Teacher Education. ATE-Ra0eartli -Outi-ettrr'No. Washington,

11.C.: Assn. of Teacher Educators In Cooperation with ERIC Clearinghouseon Teacher Education, 1971.

11. Vruickshank,Lp. 20.

Marten, Milton; Dunfee, Maxine; Buffie, Edward; and McQuigg,"SimulationFocus on Decision Making." iliewpoints, 16(1),

70, 1-48, 115-17.3, P. 5.

12.

Bruce.January

S

since if the'student is "play ne'the part of,tise

Becher and a.decWon is called for he will-have:to-take a standy;ne

way or another.".'-

.

On the other hand, simuiation/gaming techniques, by their v ry defi-

nition, limit the number and intensity of variables, and thereby alter

the prototype.reality. The size of this discrepancy depends onjhow'the

particular simulation and/or game was designed. That is how many ,art-

abbess were included and to what extent they"capture, the essence of the

situations or topic. A large discrepancy can,easily give rise *o a credi-

bility gap. toimmon sense' indicates that some "judicious mix"lbf

tion/giming with student teaching. experiences is celledfor./

The-advantages inherent In simulation/gaming tecilniqueSare probably!

best utilized- when used as a bridge between-theoretical method courses

ond,student-teaching internships.Beginning student teachers are likely

to abandon' principlestriearned in theoretical courses when they are dumped

"green" into a- real cratsrooMmith real students., This-difference often

leads to resentment on the part of.the student teachers to what seems 15

them irrelevant course work. Using simulation/gaming techniques as a,

bridge between courses and field work can make this transition more mean-

ingful and smooth. The educator has the-opportunity telcontrof the

doMinant varietWes'so that theoretical formulations need not be lost.

The intention In providing student teachers with -theoretical 'con-

structs Is to give them a net with which. they can catCh and understand

some segment'of reality.. Too 'often nets or frameworks are entangled

upon confrontation with reality. Through simulation/gaang, the student

can walk into the water slowly and perhaps the numb r of drownings can

be. reduced. ,Also, the-potential for immediate fed back can give the

inttructor thepossibifIty of demonstrating to th student just hoWhis

concepts can.be applied. This type of reinfor0 nt is bound to make

more sense and seem more relevantftto-the studen s inVolvedinally,

this, tafte of reality qan.sensitize students t the differenepressbres

cannon in a classroom situation; thereby identifying factors to look

for when they student teach. in the languageof perception, simulation/

gaming techniques used in this context can,oro4ide a "set ", an '.,'advance

organizer", which directs the attention ofthe student to those areas.

considered most important In the-field-experiences.

o

C

Marten, Milton, et al.

VI

M. Pollack

18.11OGRAPH ES

Cruickshank, Donald R., and Broadbent, Frank. W., edi ots. Simulation

In Pre arin School Personnel: A Blblio Vashinnton D.C.:

Rft C ea ghouse on Teacher Education, 1970. (ED01646i)

- "This bibliography. lists 130 books, articles, reports,

theses and other papers--published and unpublished--on the topic

of Si6ulation. Dates are from 1953-1969, most'of them since

c.

1965." (RIE)

ckok, W.N., editor. A Biblio min, of Research Studies on Games

and Simulations. ort and, Oregon: Northwest Regional Educe-

TRTITIWT-EX7

Kidder, Steven-J. Simulation Games: PPractical References. Potential

1111tSelecte. Ba timore, Maryland: Johns Hook n

University, Center for the Study of Social Organization of

Sdhools, August, 1971. (ED054486)

. "Several recently published books on simulation and games

are briefly discussed. Selected research studies and demonstra-

tion projects are examined to show the potential of simulatiOn

and gam!ng.for teaching and training and for the study of social

and psychologlial processes.The'bibliography lists,113 pObli-

'cations which should lead the reader to practical information on

gimes." (RIO

'Schaefer, James., editor. Aladiearaahy2142fprences Used in the

P ara of Nine Model Teacher Education Prociriiii7WiErillon,

D.C.. ERIC Clearinghouse on Teacher Education, August; 1969.

(ED031460)"Contains a section on educational technology with references

under instructional media, computer- assisted instruction,

programmed instruction,%and educational simulation and games."

(RIE) ry

Tansey,-P.J.,.and Unwin, Derick, editors. "Sources in Siralation

and Academic Gaining: An Annotated Bibliography." -British

Journal of Educational Studies 17(2), June 1969, 155:19T7

WIErected b7---''''31-47Fr;eared to public school and collegeinstructors Ohich is indexed and contains 87 references."

(Twelker) 4

6. Twelker, Paul A., editor. ....mtlationirrnilatior SybAListemAnno-

0, tated BibliographY; Corvallis, Oregon: Continuing Education

"Chis document.lists about 1500 references onsimulation

and gaming and includes annotations or abstracts for the majority

4

-.

of the Ilstihgs.1 iimulatlid,exercises and g mes are described

In a special format to indicate the subject, learriWpoaufation

price (f any),.materials furnished, etc. . . it references the

broad field of simulation and gaming in education, the social'

and behavioral sciences, the social` studies,, business and

research in all areas." lERfC PaperAug. 1972)

Werner, Roland, aneciAn.T., editors. 1911.5fsio,L.,.._riatiSocial S s and Education, La Jolla, California: :astern

'Behan oral sciences Institute, January, 1969. 6

.*,A, 2000-item listing including references on social syster

simulations models, techniques, 1angdage, educational games,'

and coaputeruse. The references are grouped according to

topic." (Twelker). t

Zuckerman, David W., and Horn, Robert E., editprs. The Guide to

Simulation Games for Education ars, Training. Includes "A"

liaTETWEWRie Sheer on Simulation and Wming" by Paul- A.

Twelker. Cambridge, Massachusetts: informItion Resources,

Inc.'; 1972.4"The Guide presentkcomplete descriptions of'over 600

simulations and games based on themost complete survey of

simulation games ever undertaken. it Includes (1) complete

descriptions of gyer 600 simulations and games for all levels

en subject matters:(2) how to introduce simulation games in

your courses; (3) how to help students make their own siTiula

Lion games, (4) bow to get personal help in learning about

'Silulation games; (5) complete demonstration session you

use to introduce simdlation gaming to teachers, parents,

. students." (Infokmatlon Resources, Inc.)

GENERAL REFERENCE

Abt, Clark C. Games Torlearnin , Occasional Paper Oio. 7.

Cambridge, Hass.: Educational Services, Inc., 1969.

O. Adair, Charles H., et al. Two, simato Inquiry Environments:, A'

Social Simulation Game and a CAI-Based Intormaticn Letrievar

System. Ta lehassee: Florida State University Computer-

AssiSted Instruction Center, 1970. (0045712)"An information retrieval (IR) system for 5312 social

science generalizations and a social simulation game, called

-Explanation', are discussed. The came, using specially

prepared case studies, is designed to permit players to deVelop

ability in asking questions, generalizing, and stating tentative

explanation:.. The research revealed the development of improved

inquiry skills during the learning sessions. Attempted to

assess the behavior of undergraduate teacher trainees as they

10

exper embed both techniques. R'esuits indicate-i positive

transfer effect between the are and the 1R-system," .(R1E)

American Assn. of Colleges for Teacher Education. Profesnional

- Teacher Education'llg onrammed D s n De4167i4M-e- TF

TailiFragartiin :;mod PreP ct. shingten, 0.C.g

an Assn. of Colleges for TeacHer Education, 166q.

(ED026294)"The American.Assn. of Colleges for Teacher Education,eedilL

Projedt was developed to determine whether (1) the gap ketieen

the, producer and the user of educational ineovations could be

bridged: (2) a' eeanineful way to ftesent thee results of ecTuca

tional research to the user could be designed, and (3) thee

integrated and functional use of media, in instruction could

be demonstrated effectively. i4ajor contbdt.componenis of the

workshpp format were lattraction analysis, - nonverbal classroom

communication, microteachlne and ,pirulatioe."

12. Anderson, C. Ernest, Jr. 4S1rulation Helps Plan Teaaer

Training PeogramP , 83(4), April 419t, 9Q 92.-

13. Andersen, Lee F. A Comparison 'of .S; tion Case Strdiec and

Problem Papers in Teachinn Decision., Evanston, Ill.0 north--

was tern University, U.S. Cooperative-Research Project,

14. Sealed, James H. Audio Simulation iniCounselor Trainim Fine

Report. ,Monmouth: :leaching, Research Division, Oregon,, tate

Systemi of Higher Education, .1564.

- ce"The:basic probleM of providingstructions designed to

develop specific skills in a'aleaningfa setting, 1:e.ka setting

which provides many of the cues, demands and 'Characteristics

which will be present in actudi situations for ahlch those

specific skills are required. Uhlie the problem itself,is

pot new, or In any way unique to, the traioinnsittetion selected

-fir this. project (counselor training), recent technologiial

advanceMents and theoretical thought surrounding this evancemeGt

havi provided a relatively eniquemthodology.for attaioing

solutions to the problem. Directed towards.an extens4O6 of

this technology; sirulation as it is now erpleyearie instruc-

tional settings disigned to increase effective use of cog-'

nitive skills.. (Twelker)°

15. . " Am Tests as Predictors of Teaching Dehavior." Paper

presel. ed at the Amer:can Educational Assn. Syrposium,' Pree

dietitaHof-Tieching Den449171 Veolork, February 19,67. Monmouth:

Teaching Research, Oreeon State System'of Higher Education, 1967.

"A study attempting 'to aceurately predict how effectively

teachers will behave in classroom' The results 'clearly,

support the hypothesis that as-test-'stimu41 become more repre-

sentative of the behavior to be predicted, and as `the opportunity

for response approaches he freedom characteeistics'of life

situation;, the power of prediction Increases.' Tha extent to

Which prediction is eossinconsistently higher th

(Twaher)

16, Dissent, E. Destenof Texas, PesAarch an40011591)

e e te merr lifeli*e tents also ls

e bulk of the previoes-

vice Etiecati . Austin? Otivers;tv

o t Zenter February, 19(47. -

Three different approaches to inservice edutation ere

described that had been developed to proviCe individual trrg

tn group sessions. Each approach included a narefully planned

sequence of learning.aclivities intendeet to, be presented within

the organizatronal context of the persoo'S work. The laboratonv

approach to the Leadership training of Instructional staff

members presented three illustrative exereises.that dealt with

evaluating pupils' work, grouping Practites, and the use of

inbesket iterm4s training materials for principals. A trainlel

approach, that wa planned to help teachers implenent inno-

vations into theirciassrooms, uruOdes teacher trairing-tereuln

stmulation of direct experiences with students and by cbserving'

and enalyzing student classroom work. A discussion of the -,"third'approach,,the teaching demonstration model,desoribed

development of a formal demonstration into-a carefully planned

inservice technique. The final cnapter listed three major

-Piopositions describing the behavior of an organitaticn aed

presented .6 way of thinking about the use of in4en4iee erelrams

in organizations that might give guidance td the decisions of

those who plan and direct inservice education." 060 Center)

17. Olop, Alan J,. "Simulating Pedagogical Decision tlaion1Q"

Visual Education, Povenber, 3970. (Ed 031 941!;

IreOrole deals with"teacher training metnods'eesigeed

to enable student teachers to pra decision-ma/tin ." (CIA)

18. Olough, John A,, et al. The Simulation of are Urban School Sy'Stee

for Use in Preparing Educ tional ii

Columbus, ()him University Counci ducatienal Adminis

tin, November 1971, (E0059619)

',The University Couecil for Educat nal Ad-inistration (UCES,

Conducted meetinns throughout the country Oaring the late

sixties and came to the conclusion that both the excerience tack-

groUnd of professors and the limited numbeve conceptual ard

mpthodological)mols available to them stood in th n way of

providing effective inservice and preservice nralrAPsPw

educational administrators. The project described in ttis

report, arising out of this general problem, was designed to

simulate an urban school System and ,had two geeerei objecti,it5'

to develop several sets of instructioval raterials for inre-

diate use in administrator preparation, and to develop Piens

that.would provide bases for creating aqaitional sets of

materiels." (IE) k

19. 64enlard, Jane Nutter. "4 Development and Use of Simulation

Techniques in a Pre-service Provam ior Prospective Student

Teachers." Doctoral dissertation, Ohio State University,

,1968."Designed4to determine the feasibility'of using simu-

lation techniques for introducing home economics education

students to student teaching." (Twelker)

20. Bogniard, Jaa, N., and Dalrymple; Julia I. "The Use of'Simulation

Techniques by Prospective Home Economfcs Seuvient teachers,;,"

Journal of Herne Economici'2(10), December 70, 729-732.

EirriT3Tr7r27"'' .

"The siquiation technique for preperirg proS6ective home

ecanomiCs'teathees uses real -life teaching situations ti.ibt.

students_ create, enact, and05-55772,4...This.report concludes

that the technique can be used even eta sr aij college with,

limited resources." (CUE)

21. Dolton, Daly L. 14Feedback in a Selection of Teaching 6 latim"! Paper presented oat :the American Educatronal Research Assn.

Sympo4um on FeedOeck in Simulation Techniques,.New York,

Februafi 1961. Seattle; UniVerstgy of 14ashington.

"Proposes to identify the eleMents in. the teacher-selection

Won process, to illustrate how this process cait be simulated

to indicate how the simulation may be used to provide feed.:

. back to person learning t6yiniiketteischer-selection decisiont.".

(Twelker)

22. 1; Variables AffeCtin ecision-Haking in the Selection of

liacherst Final Report. uscriGYEa767.11PWWWCEVTUniversity of llashington 968.

v

to

"Research conducted to deteimine whether the format of

informatipn affects decisions made in the selection of teachers.

To make this-determination, it was necessary to simulate an

educational situation in order .to mankpulate and control

variables. Consequently, the, general purposes ,of the study

were: WM develop means for simulating aCteacher-selection

situation in whicit'adTinistrative dectsionMaking can be-studied.

2) To..determine the effects of four ,,lriables, all related to

Information -fort, ,on teacher-selection decisions-in relation

to the.consistency of the decisions, the fineness of the

criminations made, ,the 011e,peeded tomake the decisions and

- the confidence that the administratores,in his decisions.

The 4 independent variables manipulated were 1) amount of

Instruction provided on hew toprociss information, 2) number

of written documents presented, 3) degrOb,0 masking of inferma-

tion,% and 4) interview, information (TweNter)

23. d, Jack H. Usin4 Simulation Techniques to Change Attitudes of

kl952IIETA2Jors TutangileaLlmEmitlEssii!21.meemouth: Teaching Research Division, Oregon State system

of Higher Education, 1905. (E0003220)'

"The purpose was to determine the effects of classroOm1-ululation CP the attitudes of education majors toward palp-its

%In educational pSycholohy. Findings were not sufficientlyconclusive, but.experirent 1 showed a trend toward postive,change when using simulated experiences." (1140:

24. Boocock, Serene S., and SchlicG E.O. Simulation Games Ent rniCalif.: Sage Publications, inc. 19 u.

"A book about ari educational innovationg Ems wipsimulated environrents.'or simulation games. These gams have -

t major uses: one, as research tools for the study_of the,process simulated (In particular as heurtstics In iheory-building); two, as teaching deviciP. This is a.progress reporton recent thinking-and findtngs In the latter area, intendedfor eitcational practitioners and lei- behavioral scientists."

lker)

25. Booth, R.M. A Case :For a Comonter Stmulated Ciascroo m-for TeachercTrainin Hontrea Quebec: Sir George S lam university,

.-Tech.-Rammarch,Memarandum 72-6;1972.

26. Obstey, Howard E., et, at. Video Processes ,r EducationPr amtv Scope Technique Multi-State

r Education Projed ograph 1 t 1. Ealtimare, Marylandiltilti-State. Teacher Education Project, September, 1968'..(E0025458)

"Discusses the.MultiState Teacher Education Project(It STEP) experimentation with media and listsvartous usesof video proceSses, concentrating specifically on micro-.teachingand'the use of simulation and crititarincidentsmaterials." 1R1E)

Ornidhead, William Ray, "A Study of the Use of Simulated Materialsas a tlethod'of Instruction in Educational,A4ministrItion."VissertationbAbstracts. Seattle: Washington State University,

.

28. Wine, Edward, et a ,"Auhan.RelationsOne p mension, of Teaching."

'nts (School or Ed cation, Indiana University, Olodmington)January 7O 81-104i - ,,.(EJ-029,182).' ,. , -DalcrIbes a'slmulaticn package developed at I diana

University and provides the:evaluation componi the multi-media package.!!. (Oa) ,.

29. Bu tenald Sire chool', A Tool and Process for Educational'dash., 0.C.: American Institute ,

of Architects, September, 1971. (ED055366)"The greatest challenge facing education today, is the need

to pion adequately for the future. Effective educationalplanning can work only, if all elenents of the community areinvolved In the deciSionmakina pro Cass, the relevant factorsand Variables in the educational environment awe considered,

ce

and00 nature of the learning/teaching process in education

Is understood. As proposed: Simu-School would use simulation

techniques to recreate the edUcatfcnIaLlplanning process. By

utilizing a manigement,information system as an educational

tool Stmu-School.would create a time-compressed simulation

-of a-series of planning problems., Using this imuiation technique,

educational and community planners could bec n4olved and

Would experience the results of their decisi ;thin a fry

days instead,of several years." (RIE)

hnell S stem Simulation: A Hew Techa o' o for Education.

Santa Mani Calif.:. Systems Development-;C porati nt 19.2

Butts, David P. nellieSsromExeriencel Model. Austin: University

of Texas, Research,and Development Center, February, i969.

"The classrpoM experience model oflinservice edUcation is

a plan whereby the.educatlenal encounter is accomplished through

simulation of,direct experiences with studehts. This provides

Al,means for guidance to teachers toward the -implementationof the:curricullim innovation. The selection and organization

of the 'earring encounter begins with the identification of

goals for the classroom experience nodel in behavioral terms.

This permits deVelopment bf,tests,io asSess the acquisition of

these behaviors and makes possible A careful analysis of the

apptopriateness and adequacy olt the classroom experience model.

The behavioral..Objectives also give specific direction to

strategies 'of Instruction." (R &D Cente4)

os

Carswell, Ronald J.0., and KUrfman, Dana G. "Differential Effects

of Self-Contained Teacher Educe tlee Kits oar Pre- and In-Service

Sotial-Studias-Toachers." Paper,presented,et_theAnnual'Con--

ventlon, American Educational Research Assn., New York, February,

rt1971 (molip957) .

"Three five-hoUr kits of self-Contained materials, :using

Simulation tekinvolve students, using media to stimulate inquiry,

and thing evaluation to improve instruction, were field tested.

.A high degree of favorable response from both the 1400

Orticipakt and the 64 instructors while the basic attitudes.

toward social studies (BASS) (instrumnt showed fewer 'con-

t4 es-tee--1141ferienes between the treatment and control groups.

ltlly)c%

Champagne, David U., and Goldman, Richard M. "Simulation Activities

for.Training Parents ant Teachers as Educational Partners: A

Report and Evaluation." Paper presented at the annuOmeeting

of the America:I/Educational Research Asssociation, Hew York,

MY., February, 1971. (ED040949) I-

"This report sammarizes a program to help parents learn

some specific teaching skills to help their children learn. -

To develop-a positive reinforcement teaching' Style was the.

basic objective; role4larsimutation in small groups .was the

,

basic strategy for both t tmaa4hers1 to-teaohlOarents

and for 'parents learning tVifeachtheir,chirdren. .Eleven of the

.12 parents increased their use ofpositive reinforcement. Eight

of the 12 parents increase4 the variety of eleInforoers used."

(RIO..

.. ,.

., ,.

..

.

ord.Park High School. Plannino,Model for School Facil(ties,

Plannin. Model o' a Secondir7ZE707UTITUTT--------1----:. Cbeinm ordi Nf-

ChelMeford Park tligh choolw Sept mber .196; t.'-

tD02437) . -,

"Architects, administrators, teackers,:school committeemen

and consultants all participated in designing anew physilcal ,

plan and,a compatible Curriculum. ''his was.atrAMOlithed:wtth4

out a communicationSgap among-the:partitipatits by.the-ekOloy-

ment of a physical model of a proposed school4lan, Aly Observing

the physicals model with movable elements and.simulatIontAch- . .

niques, planners were, able tticomprehendmore quickly and

relate the number of variables present in curriculum chang

new,coikrie structure, or the./design.of the building to-houst-,

,

Instructional prograMs." (FOE) ` .1

swell,- John F., et al. "Constriction 44,11seof the, School',.

Slaulation'Vhicie." 7TeChnica -Momorand pe064. Santa Monica,

Calif.: Systems DevoTdpm7nt-corp.i /9 . --- ,,'..., ',..

Af

est

Collet, Le Verne S., et al. yEHR-PRACT1CUM: Compuerized Game

o Simulate Ex erTince in Education .Research and Evaluation.

M chigaq University, August, 1971. E0059.30

"Thii project' represents the nrst year of g, proposed two:

year.program to develop FEH,A..PRACTICUM (Forhative Evaluation-

- and Heuristic Research), a computeElzed game which" simulates

experience in a research evaluation assistants/11W, or practicum.

1n-the gate teams of from two to'fi'Ve players are given the

Atask of finding the 'bestl amono-several specified,educaitonil

liternatives. To accomplish this task, the teams perform

"'experiments'- on a_hypothetiailichool system simulated by

the computer." (R1E)to

Cooptir, James.H., and Allen, Dwight W. itimpnslimiltillIth.

and Present Status. Waihington, D.C.: ERIC Clearinghouse on

Teacher. Education, February, 1970. (ED034471) %

n."This state-ofthe-art paperSummarizes the hi6torY of

micreleaching's development and'its rationale; the many 'uses

of microteachingi and theresearch evidence on microteaching.

Although the authors make the' distinction between microteaching

(a teaching situation scaled down in terms of Vime,. number of

students, number and specificity of teaching skills focu*Sed 4n,

and-offering the'opportunity for immedtate feidbaik in some. form)

and simulation (which uses the same process and the same

Its

1

teach-critiqueireteacher Owe cyOle,, bul'whlich unlike

teaching, involves peer-group. students, rather than.reaones), they recognize: hat the latter is by far the moire

-common practice in,preiervice,educ4pon," (RIE4.

ell, Calvin J., and Doty, Charles R An Analysts of Facd"-to-Face;

Video and Remote Avdto Feedback Te hni u ,Assessment of

and Video Record onaU and TdchnicaT

eacher. Education: Phase I, Final R port. Co umbuS, ohr67

MFrthWErsity.,/'Cer-----a7. of Vocative -T,;: and Technical' EducatIOn, A

cro-

*. June 1371; (ED052325)

"Presented in this report are t results of the feasibility;

testing of seleeted micro-teaching an videp,recording,feedback.techniques in a'qaboratory setting de igned to'simulate voca-

tional,teacher education. It was concluded that all feedback

techniques were feasible for field testing, but modificationi

were recommended in the remote feedback technique. (RIE)

39. ruickshank, Donald R. "Building a Simulatedlaboratory for

Teacher Preparation." Television and Related Media in Teacher

tducatiOn: $ome Exemp lary.Practices. Edited by N.E. Boos

and H.E. W gren. Baltimore: Multi-State Teacher Education

Project, 1967.. "The Teaching Problem Laboratory, developed at the State .

University Coltegeoat Brockport, New York, in 064." (T4e1ker)

0

. The Lo acre School: A Simulated Liborato for the Stu

----gf Teaching, Knoxville: University o Tennessee, Col1e of

Education. : ,

"The simulation used to practixe.solvinVicritIcal teachin9

problems which are preseni6d through role playing, 'film and

written incidents." (TWelker) .

Simulation as an Instructional Alternative in Teacher

Education. ATE Research Bulletin No, . WashingtonD.C.:

AiA7-6?-teacher,Educators in Cooperatton with ERIC Clearinghouse'". .

on Teacher Education, 1971. (ED053067) -

."This paper brings together and examines several of the

better known developments in the field Of simulation as an

instructional alternative in-teacher education. Six examplei

of Omulation'in preservice and inservice teacher education

aredescribed, plus discussion 9f the specific ailvantage of

usirm ,

g simulation In conjunction student teaching, as

part of the college-basedteacher'education- progra and in

inse,vice and graduate education. (RIE) .

42. . 'Simulation: New Krection in Yeacher.Preparation." -.

.. hi D lta Kap an, 48, September 66 ?, 23 -24.

Simulation as it is being tested to meet the criterion

.o.f re lism as well as to provide rya setting wherein trainees or ,

teach rs ,in service may practice a wider rrange of 'teaching

behavior without fear of censure or failure." :(Twelker).

_4-'

194

1

43. 1

Phenomeno IS'

-10-a

of Simpiati in Teacher. Education: A Developing

Teache Educ. XX(1), Spring 69, 23:26.

. 'Crul,ckshanktitonald, 11:, n roadbeni4.Frank U. "An investigation. / to Dete i Effects-o Simulation Training on Student Teaching

Behavior se ducation I Technota, 9(10),1-6ctober 69, 90-54.

. ..'

45. '/ . The S1MU ation an Anal sis of Problems of Be. nn n

i' eache . erockpor . clew York State University College,

Septe 1968,E I ED024637)

' *amines th t aining'technlque of simulation in order

to jud e its effe tiVeness in presenting critical teaching

I. prqble s and .deter Anes:whether or not exposure to simulated

J criti a) teething/ robichm has any'observable:iffect-on the

parti ipant's to hinejehavior." (Twelker).

1

Ai Imulation Pfe.arin. School- Personnel. WashIngton, D.C.:

ERIC Clear nghouse on Teacher Education, February 1970;

a(E D036470)

"The purp e of this state-oF.ttle-ar t paper is to provide

ate overview of/simulation,particularly as it relateeto the

professional'preparation of school personnel. The authors.

summarizepimullation-based,prattice and theory under the

following headings: (1) the design and development of instrix

tonal silliulat)oo in professioe*1 education, (2) the uses of

instructional simulatien .(3). issues to be resolved, (4)

advantage's and (9gdIsisiVantages of simulation, and (6)

questioes in need of research." (RIE)

47. Cunningham,` Luvern L. "Simulation and the Preparation of EducatIona

Administrators." Paper-presented at the International Inter-

visitation Conference sponsored bythe University Council on

Educational Administration?University of Michigan, October, l36:

A

48. Davis, 0.L.,iJr., and Gregory, Thomas B. "Laboratory Components

. in Teach r Education." Peabody J. Educ., 47(4), January 70,

202-7.

49. Emmer, Edmund T. "Transfer of Instructional Behavior and Perfor-

mance Acquired in Simulated Teaching." Report Series No.

50. Au4in: University of Texas, Research and Development

Center fbr Teacher Education, May 1970. (ED051136)

"The purpose was to determine whether instructional beha-

vior learned during a series of simulated teaching experiences

using-peers as'students would transfer to a setting in which

'real' pupils were students. -Results indicated some behavior,

change during the period of simulated teaching with peers and

provided some evidence that instructional behavior acquired

during simulated teaching with peers wilt 'transfer. The .

results suggest that when peers are used as students In simu-

lated teaching, attempts should be made to occasionally use

actual pupils in the simulated teaching experience." (RIE)

50. fattest Oi% cholas, and Elam,- Stanieti editors. Simalation Modelsfour Education : Fourth Annual phi Delta Ka a. S mpos i um on

Educational Research. aloomingtont.ind.c, Phi.Delta Kappa,

Ta5. , 4 '

"Included in this collecitbn are.: (1)-An introductionto Simulation-Fattu, (2) Toward a General Simulation Cepa-

, bility--Michael R. Lackner, ) A Quick took' at Simscriptf-'-..Herbert t ?. Karr; (4) The Ac isition of Experience in a,Complex Management-Game-1U lam R. Dill and Weil Doppelf,(5) Simulation of Organize anal Behavior"Kalmen Cohen andRicbard M. Cyert, (6) PLA An Electronic Teaching Device--Doi ald L. Bltzer." (Twelker)

(3,

-51. Finn, James D.,'end Wedberg, Desmond P. "A Comparative InVestigtion of the Instructional and Administrative Efficiency of

1 Various ObserVational Tethniques in the)ntroductory:Coursi1 in Education." (MDEA-VI1A485): Los California ,

1963. (E0003592)4

` "The effectiveness of gimulatecand of actual obier4aOyes of public school classy were compere4 for the intro-

- dOstory course in a sequence of fAve college courses required.1,0 teacher training. A total of51 students in four sectionsOf the'introductory course were randomly assigned to three',groups whigir-(1) observed a minlm4mTof 30 bour'i tn elementaryand secondary public school classrooms, .(2).Observed 4' minimum .

of 10 hours in elementary and secondary .public School'class-,''roams following 1p boars of on-campus programed Observationexperiences consisting entirelY of sound .motion pictures,sound1 ilm6frips, Slide and tape presentations, and taperecordings, or (3) observed 10 hours ofon-campus programmedobservation experiences only. Ten 53-m1'nute%Periodifof'Photcr.sound observation experientes.were prepared utilizing 8mmSound motion pictures and 35mm slide-tap4 programs. The 10-houron-camput plus 10-hour Off-campus technique proved superior tothe other techniques in the degree to which Stated observation_unit.objectives:were met." ,(R1E)

52. Flores, Penelope V. "$imulation: An innovative. Approach td.Teacher Education ProgrammesIn Teather Education institutions."Asian Institute for Teacher Educato.s Newpietterit(1),

-July 71,

53. Forgan, Harry W. Analysis of the Reactions of 36 StudentTeichersttotheSinrtigAttConcerninomlaemeni. :

Kent; Oh Kent ,State University, 19 .

",

field-trial from Kent University analyzes:stude'nt teacher reactions and gives 'recommendations forrevision of the low;-cost instructional simulation materielsin-teacher education under development.by'Teaching Research."(Twelker)

a

a

-12-

54.*. Erymter, Jack R:,,editor: A Worksho In the Anal h n.:

Interaction Analysis, MonverbaSimulation. cotuMbus: Ohib State Universsty School oEducation, Deceftber,,1960i (ED031435)'.

.."4ticies"Th this issue represent he substantive ontentjof,a series of 25 workshops sponsored, by-the AMericenof "talleges for Teacher Education.. The four majorart cies dis-cuss innovative models based on four approaches for i raying

teacher performance: (4) '-Simulation' by Donald R. t uickshank,

the University of .Tennessee, with the description of ach model

are the concepts, vocabulary, date,Hand the instrumen al actsnecessary for understanding.ff, (RIE)

s of Teaicrotea hin

,

55. Giarnmattecy, Michael C. ."Procesi Concerns ip Use of Forc Field

Techniques."- Paper presented at a meeting of the su ervisorsof student teachers held in Pottland, Oregon, 1967.- Portland,

" Oregon:, Northwest Regional Educational Lab:, 1967. (ED030170)-"This paper, One of-a series derived from techniques used* ,

In training.student teachers, 11xplores the process of manipule=,

ti ting the variables in a problemror conflict or challenge'situe**tion. The technique calls upon the group to walk through a low° 'le4e1 intrapersonal conflict (in a grOupsetting), and to react -,

to interpersonal behaviors in a,conflict resolution--to work ,

with the force, field concept." (RIE) '

"SeMPlaof a Gaming Exercise." Paper presented at the Assn.of Secretaries" VancOdver, Washington, March 22, 1969. 'Portland,Oregon: Nort4est Regional Educational: Labs, 1969 (ED030169)

'This Gager presents a sample game called 'Teacher Prepare.thins': end Includes (a) development of, an undergraduate collegeprograqfor .teacher candidates-that-specifies course experier&esand contents,, (b) restatement of problems into.,challenges, (c)keeping in min0fie reality demons that push ideas into conformity .with actuality. 'Procedures for playing the game, are also out-

lined." 0110

57. GIllespief°Judith A. "Analyzing and Evaluating Classroom Games."Social Education, 36(1), January 72, 33-42. .(EJ 04§:607)

"A model involving (1) -identification of objectives; (2)identification 'of the significant parts of a game; (3) selectionand use of evaluation criteria for each part; (4) analysis ofthe interrelatiO'n of t ,parts.arts. (CIJE) -

Girod, Gerald R. TheEffectiveness and Efficiently of Two Types ofSimulation as Functions of Level of Elementary Education Train-

-.In : Final Re ort., Pullman: Washington State University, Sep-

' tember, 19 9. (ED035299)"ha experiment,was performed tedetermine the efficiency

of simuhltion teaching techniques In training. elementary edusa-

. tion teachers to identify and correct classroom managementproblems.. The two presentation modes'compared were film andaudiotape. Effects attribUtable to training level tended to

$

.20

.13-

_be nonsignificant measures of effeetiVenesi. A bibliography IsIncluded." (RIE)

59. Green, Thad B., and Cotlar, Morton. "A flew Dimension in ManagementTraining: A Video-Audio-Participative, (VAP) System."Training and Development 'Journal, 24(10), October 70, 22-27.(EJ ma 052)

60. Gregory, Thomam B., "Teaching,fo&Problem-Solving: 'A Teaching-Laboratory Manual." Report Series No. 32. Austin: Universityof Texas, Research and Development Center for,Teacher Education,January, 1970 (mo46905)

.

"This manual is, one set of tasks developed for use in themicroteachihg context. These tasks direct candidates" atten-tion to a rather specific system of teaching. This set is con-

, cerned with,pedagogic.tasks in which teachers must engage if theyera to teach pupils an approach to problem- solving. The manualis designed for use by teacher candidates to introduce them tosome important teaching,strategies-In the-teaching of problem-

. solving. The-manual includes five separate lessons, or tasks,which the tudent teatherg must study and then practice in a

'k'livesitua ion of teaching to peers. Eacklesson includes aguide for. s If4valuation.", (R&D Center)s 0

61. Grovom, Dorott4. "Simulated Coordination Experience for TeacherCoordinators.", J. Bus. Educes, 44(S), February 69, 197-198.

62. Goaltneyj 'Thomas M. "Teacher Preparation Through Simulation;Motivation and Research Based on Edusim: Educational Simulation."New.Campus, 29,. Spring 72, 30-p. (EJ 057 350)

63. ershey, Gerald L.; Shepard, Loraine 114 and Krumboltz, John D."Effectiveness of Classroom Observation and Simulated TeachingIn an Introductory Educattonal Psychology Course." Journal.. '-of Educational Research, 58(5), January 65, 231-236.

"Compares experimentally two methods of teaching the rela-1tionship of psychological knowledge to instructional Practices:(1) off-campus trips for public school classroom observationsand (2) on-campus 'simulated teaching experiences. Subjectiveratings revealed tNat,studenti felt thaCthe classroom observe-tibh had'had more general benefit on their development asteachers, although the simulated teaching4experience was ratedmore helpful.. in mastering certain teaching skills." (TWelker)

t64. 'instructional Simulations, Inc. An introduction to Learning Games

and Educational Simulations: A Curriculum Guideline. St.NM: Minn.: .Instructional Simulations, Inc., 19711,"Based on the researeh, design efforts and system's ap-

proach of Instructional Simulations, Inc., this currfculuMguideline is an in-depth treatment of the central ideas ofeducational simulation and gaming. DiSTgnia fig theAducatorinterested in system's design and behavior based learning, the

e

.curriculum guideline covers theory, concepts and prtnciples,

plus applications. The materials are intended primarily for.upper-division and graduate level inquiry." (1S1)

Jackson, Alice Stroup.. "The.Development of Simulation Games for

the Education of Spetial Class Teachers." Unpublished mastersthesis, School of Education, University of N, Carolina, Chapel

Hilly 1970.

66. .Jensen, Ronald -L. "The SchedullIng Program as a Gaming Device for

Administrative Planning." Educ. Technology, 11(5), May 71,

43-45. (EJ.039 305) .

"Alcoaputer model designed to provide administrators'faced with.the problem of meeting demands from .many quartersfor the available space' with information about the effeitsof changes in space availability is deicribed." "(CIJE)

67. Johnson, J'ames As., et al. "Videotape Recording in Teacher Education."

Educ.irethnolog37575),'May 69; 48-53.

Kersh, Bert Y. Classroom Simulation --A New Dimensiovin Teach

Education. Monmouth: Teaching Research Division; Oregon State

System of Higher Education,-June 3p4 1963. woo303).

"The Objectives of this study were to develop a program ofclassroom simulation for the preservice education of elementarrschool teachers and to conduct a test of that program. 'A

single sixth-grade classrooM was simulated through the use offilms and-printed materials. Four methods were used to presenttNe sequences--(1) large motion pictures, the most realistic,(2) saall unction P ictures, tntermediate, (3) large stills,

intermediate, and (4) small stills, least realistic. Apalysis

of variance'in the post-test scores reyealed a significantdifference in favor of the small stills, the least realistic.Alt other differences were insignificant." (R 1E)

=69. Classroo Simulation: Further Studis on the Dimensions ofReal sm: Fioai Report. Monmouth: Teaching Research Division,

pregon State System of Higher Education, 1965. -

"This study adds further support to the suggestion thatclassroom simulation may be adapted to inOvidualized or grow-paced instruction where the 'projections are smaller than life-size and,responsei are described." (Twelker) e

. liThe ClasSroom'Simulator: An Audiovisual-Environment,forPractice Teaching." Audiovisual Instruction, 6(9), 1961, 447--

448."A description of the facility calletrthd Classroom Simu-

lator, which was built to allow techniques to be developed forsimulating, a variety of classroom situations to whictistudent

teachers could react." (Twelker)

4

Fq

-157

71. . College Mama' Exercise or Innovative lhstructionai

--7-TrobiTaTi7" Monmouth: Teaching Research Ow S on, Oregon State

System of Higher Education, 1966."A WOrkshepactivity organized on the,Oregon College of

Education carpus. it was desired that e'large'segment.of

faculty, StUdints and administrative persopnel be wesent so

that the probleii that were to be dealt with would be viewed.

from more than one pertpective." (Twelker)

72; . "Fidelity In Classroom Simulation: The Effect of Variations

"---rn.the Visual Display on Learning Date and Laboratory Perfor-,

manse Ratings." Paper presented at the American Educationdt

Research Assn. Convention, Chicagoi February, 1964. MOnmouth:

Teaching Research Division, Oregon.State System of Higher

'fclueattoft."Diseases sjasSreom simulation as a technique for training

teachers. Teacher educators ark looking upon simulation as a

promising new instructional medium, one which may resolve some

Pressing problems arising out"of 4eir efforts to provide

laboratory experiences for bebinning teachers. The simulation

materials described are named Mr. Land's Sixth Arade and are

,desighed for individualized instruction. Student teachers come

to a speciall laboratory'factlity for individual instruction

under the supervi§ion of an experienced teacher and actually

interact with the children on a film for itotal of 5 to 10

hours'of)nstiuction." (Twelker)

73. "Simulation: implications for Professional Laboratory

Experience." Paper presented at the Assoc. foi Student Teaching

Conference,, Chicago, February, 1964. Monmouth: Teqching Re-

search Division, Oregob State System of Higher Education.

"The imp9rtance at all. levels of simulation materials

as instructional tools." (Twelker)

74. . "Simulation In Teacher EducatiOmi" Paper read as part of

the Symposium; "Programmed Learnlikg and Teacher Education," at

the Annual Convention_of the American Psychological Assn., St.

Louis, Missouri, 1962. Monmouth: Teaching Research Division,

Oregon State System of Higher Erkieeion, 1962.

"Concerns a particular problemin teacher education:, the

development of specific skills,10!classroom instruction, in-

volving one application of the simulation technique diseissed

In this paper. The technique orclassroomksimulation add how

the simulation materials will be,uSed in the classroom simulator.",

(Welker)

. "Simulation with Controlled Feedback: 'A Technique for

""--"Teaching with the New Media." Paper presented at the meeting

of the American Educational Research Assn,, Atlantic City,

New Jtrsey, February 20, 1962. Monmouth: Teaching Research''.

Divifion Oregon ,State System of Higher Education.

"Description of a simulation technique and 'faciility for

research in teaching and learning." (Twelker)

3

-16-

76. Kidder, Steven J., and Guthrie, John T. "Training Effects of aBehavior Modification Game." Simulation and Games 3(1), March '

72, 17-28. (EJ 056 374)

77. King, Arthur Dean; An A p icatioo of Simulation Techniques o aninnovative Teacher Trainina1210Eam. Tallahassee: Floridatateloinputer-kssisted Instruction Center, November,1970. (ED046251)

"The purposes of this investigation were to analyze a.teaching training program in order.to construct models thatrepresent the instructional process' and to 'develop proceddresfor Implementing the models on a computer system. The trainingprogram which provided the framework for-lhase research goalswas labeled a 'behavioral simulation,' since it utilized thetrainee's behavior as the most significant system component.The model that represented the behavioral simulation was im-plemented on a computer,.and these procedures were labeled a'system simulation.' The function of the behavioral simulationwas to train prospective teachers by providing an environmentwhich facilitated transfer to the classroom. The function ofthe system simulation was to generate and test propositionsconcerning this new training system by translating ideas intothe system and by testing the implications of the `ideas orstrategies. Within the behavioral simulation the level ofthe trainees' average task performance suggested that the .

coniplex skills involved in teaching can be organized in orderedsequences of complementary skills. Appendices contain support"_Ng materials. A bibliography is given." (Rig)

78. Mietsch, Ronald G. An Introduction to Learning Games *and instruc-tional Sidulations. St. Paul, Minn.: instructional Simula-tions, Inc., 1969.

. .

Lehman, David. L. Role Playing and Teacher Education: A Manual forDeveloping Innovative Teachers. Wash ngton, D.C.: Commiss

. on Undergraduate Education in the Biological Sciences, February,19711. (ED052060)

..

,

.

"The rationale and procedures for using role-playing inteacher 4'ducation to provide teachers with practice in solvingvarious classroom problems are illustrated by descriptions of17 simulated situations based on secondary school biology

, .classes. Techniques of iMplementing role- playing as a teachertraining technique are suggested for inservice and preservice'education, with specifiedangers and advantages noted." (RIE)

. "Simulation in Science--A Preliminary Report on the Use......P......and Evaluation of Role Playing in the Preparation of SecondarySchool Student Teachers of Science." Paper presented at theAmerican Assn. for the Advancement of Science meeting, Washing.ton, D.C., December,,1966.

n.

-17-

-

"Lehman's 'Simulation in Science' ,Is a structured for ofpeer teaching. in many ways this method is similar topicro-teaching, but Is truly a human-ascendant. tole simulation usinga background model, while microteaching is considered scaled-dcwn teaching." (Cruickshank)

81. Lowry, Wiliam C. "Some Innovations' In the Preparation of Teachers."Music Educ. J., 55(5), January 69, 2R-31#

82' Lundquist, Gerald, and Dlackham, Garth J. "Simulation and GroupCounseling In the Training of Prospective Teachers." J. Stud.Personnel Assn. Teacher Education, 8(3), Spein_14-11.574157-7----7Trastattne experimental treatment can influ-ence changes in the meaning prospective teachers have for theconcepts 'public school teacher', 'parents', and 'parentteacher-ocaferente'. Results ni;tit be enhanced If the coun-selor assumed a more active tole as coach or diagnostician.(C1JE)

83. McCormick, Jim: "Simulation and Gaming as a Teaching Nethod."P rammed Learnin and Educational,Tech/lo 9(4), July7 19 -209..

"The application of simulation as a teaching e-ethod inspcondary education, teacher training and at university levelis Outlined. A definition of simulation is discussed and theconstruction, application and evaluation of simulationdescribed." (Editors)

84g McGuire,. Christine H.,.and Babbott, David. "Simulation TechniquesIn tAe Measurement of ProblerrSolving Skills." =journal of ,

Educational Measurement*. 4(1), Spring 67, 1-10,47ITTITriotaWwith the techniques, scoring, reit.*ability, estimation add validity assessment of simulatedclinical problems." (Twelker)

85. Mcquigg, R. Bruce. "Simulation,--Focus on recision Making In`Secondary Education." Viewpoints, 46(1), January-70,-49-183.(EJ 029 180

"Description of a program In which simulated experiencesas student teachers and beginning teachers enable the partici-pants to face the actual problems of a classroom teacher.Appendixes give program ()alines and materials Used." (CIJE)

86. Marten,. Milton; Dunfee, MaxipevOuffie; Edward; anJ HcQuigg, Bruce."SimulationFocus on Decision Naking." Viewpoints, 46(1),January 70, 1 -48, 119-179. (EJ 029 10)".7---".77

"A detailed description of Project IMSITE, designed toprovide an accelerated, enrichei, and innovative teacher educa-tion program. Appendixes 14Ve program outlines and materialsused." .(C1JE)'

117. Massachusetts Gnivory:. rA-Alewrlentn-smitatfT Elucaticl Prclrofl, NTIne fl

ort. A7rerstg,-s,satJNu5etts University, jaruary,ilbOIA3)

"The setond,volume of thestudy contains the sectionsmanagement feasibility and ecomlic feasibility, which ce;prise more than two-thirds-of the eloonent and sections onsimulation modcling,'client acceotability, irservicr 'esign,evatiation and raintaining relevance Of ee model ¶ ©r teatheredOcation in the Ms. The,sectici on simiilativl gives a briefdescription of the simulation eudels usedfard their respectivefunctions." (RIE)

U." $I11er, c:4. An Attempt to neterml-nt Certain Effects ofClassrocrrSirulation-Traloing'onSelected,Dirensiens of-liaCherBehavior." Unpublished,doetoral dissortatAPI, Cni4ersitY ofOregon, 1967.

"Investigates effects of classroom simulation using theTeaching Research materials nn olasiroom mnav'Ment behavior."(Tweiker)-

Davide "A Sim4lated Classroom 4.1n3 Educaticral 5a.mn',"Paper wepareckfor oresentation'to the international-CcIrressof Cybernetics add Syr,tems. Advanres in C4ernet3cs-and,Systems. Edited b h. R4Se. Londeng Gordon and drench Ltd.(In press).

0

90. . "A Simislated ClkAronMto Study Pre-Instwtional Decislons."Paper presented to the Eleventh Annuol Symposiwof the liationalGaming-Council, Baltimore, Maryland, October 5; 1772. -Montreal107, Quebec, Canadag Sir 0 rgeliiilliams University, Departmentof Education.

.91. ...----. "Simulating an instructional System for an Educational &Evora',Proceedin s of te'Canadian Symnosium on I nst ruct xr al Tech- .eno ogy. Edited by J. Akeroyd. Ot tario, Canada.hational Research Courittl, 1772. . .-

92. filtch'efl,.P. David, and Taschereau, S. "Dr4fcvirg a Sirulatt1r- ClasSroong -A, Veit./ Apiwoach for Teacter Training." Pacer ore-

'sented to 1972:Joint Annual'Conference of the Canadian Educe-

93.

94

Lion Asiociations.June 1972.

Alden J., and'Feehan, Sister miry porcthle... 9liTr.e use of

Vldeotspe Recorders r the Educatkon of P.L-.1641,,1 7 achep;,"Int. Reading Assn. elrf. t I, 13,- Aprifi.

r, Richard L. "Multidimensionatit as a means for PlaairlTeaching Practice and personal POlefs into4Clcser Agree 'etaPaper presented at the ATEllial--rfeetin, of AM, Zsitreapc-fli._;Minn., March, 1 o (n041620

*;19-

"Far too many teacher training programs fail to prepare

teachers properly to translate theory and beliefs concerning

teaching effectivenessinto practice at ttte cPpssroom level.

To improve this situation, professors of education need to be

Innovative. The practice called multidimensionality uses

several systemssimultaneously to view the same classroom situ-

ation and shows promise of being more-effective thin the use of

a single system. Programs Incorporating-the multidimensional-

'systematic observational approach by thetr, very nature-tend-to

be more laboratory-oriented thaw lecture-oriented. The student

Is frequently involved in data collectionactivities both under

simulated and actual conditions." (ME)

95. innous, Margaret E., editor; Some Esaa on Comouters in Education.

Cafrbridge, Mass.: Harvard Un vers y raduate cnoo o ISCOIR

tion,t 1967. IED0268591--4--"Studelifrat the Harvard Graduate School of Education pre-*

pared papers exploring the scope of computer use In education.

While compUters are, not yet capable of wholly replacing

teachers, they are capable of a higher level of complex beha-

vior than is generally realized. The simulation technique can

also aid in training school and educational amlnIstrators.

Curricula can sse computer-generated visual aids." (RIE)

96. Popham. W. James. he Infl uence of Highly S pecific Instructional

Video Tapes on Certain Coon'tive and Affective Behaviors of

eac ers. Los Angelesr: California University, march, 19

"To test!the effect of video taped simulated Instructional

sequences on the modification of teacherst'professional knowl-

- edge and attitudes. With respect to the video tape post-test,

significant differences were found among the three graups on

all four topics (the no- instruction control group scoring

lowest* and the video tape group highest), but, on the other

measures, the use of the video tape programyielded no sig-

,nIficant differences. Further research is necessary to learn

whether the obtained differences are reflected In actual

teaching performance:" (RIO

97. A'rentice, Wiltiam C41. "Simulating the Financial Future of a Four-

, Near College. "" Journal of Educational Data Processin 9(1-2),

1972, 18-29. EJ 057 52

98. Rainey, .1.% "Using Video Tape Simulation to Make a Workshop Work."

Phi Delta Kamm., 49, 1968, 525-7.

99 Rice, A.H. "Simulation,is the Big !fiord in Administrative Training*"

Aation"S Schools, ,June 1964, 10.

a

100. Ryan, T.Ar., "Use of Slmulation-to increase Transfer." School

Review,- 76, June 196CL 246-252."A series of simulated situation problem-solving'tasks

provided students practice in using knowledge they gained

, to solve real-life .problems." ATwelkeil

:101. . "Using SiOulated Situation Problem Solving Tasks to-ln-7"""aiase Ability to Apply Printiples ip Realistic Settings."'

Piper read at AERA Convention, Chicago, February, 1965,Corvallis: Oregon State University.

I

"Results indicate that Ss who have a choice of methodfor Acquiring information combined)with practice in 'simulated,.problem solving requiring,Immedlate use of acquired inforMa-':-tion do-best, itihile students with no choice and no practice

0 . with simulated problem-solving tasksdepoorest on etest of '1,

ability to use principles in realist!c situations...Concludes,-that practice in problem solving under. realistic conditionsshould'be given and situations creed In4Which'Studenks canapply knowledge they have acquired. (TWetker)

102. SAO, Daniel D. The Development of Simulation Materials forResearch and Training in Administration of,SueCilWEducation:1171177111TriV0,1ettE7gilinT7ITeshiftWettit,U.S. Office of Education, of-Iducation-forAiandicapped,190.

"A project for the development and production;:óf material&for use in research and training in the field of a4Ministra-tion of special education." (tff:Piker) 7"

103. Salomon, 0avriel. "A Suggestedlisrocedure for Training Teacherfor Subjective Response Uncertainty Based on,a Laboratory.Application." J. Teacher Educ., 21(2),'Summer 70, 244 50.

104. Sarthory, Joseph A., and Vade, Durlyn E. 'Simulating the Ac

quisiticn and Allocation of Educational flesoixrces." 'Educetie Technology., 11(12), December 71,.5841.- (a3415.' 33)

105. Schmuck, Rithard,'and *kelt Philip. prgarLizatidoloo.for a School Faculty.- Eugene: CASEA Publications, University,

6 rePt.71"W"--"'--"The purpose of this study was to determine whether the

ft

effectiveness of problemmsolving by the staff of a Pinior,highschool could be increased by direct training in communicationand group problem-solving. Results of the project included .

a9stronger.decision-making role by teachers and improved staffrelations." (CASEA Publications)

106. SheepOaker, B., and Zinn, Karl L., editors. 't:.krld Conference

on Computer Education-1970." Papers presented at the World.'Conference on Computer Educattow, Frrst, Amsterdam, The lather"lands, August 24-28, 1970. Deneva,Switzerland: International A

rederatton for information Proessing', 1970. (ED053555)

P 1.

"tearly 150 papers are i nciuded in this nslumewhichsurveys (1) the state of the art of_computer education, (2)education about computers,' including teacher ,training, and (3)the practice of computer based learning, dOmputer languages,simulation, and strategies for develop9ent and presentationtirtomputer based le raing'exercises." (R1E)

107. Shulman, Lee S. ,net al. Studies of h. inquiry Process:

Patterns of Studelitsvert. East Lanssng:- Michigan State Universit.

Education, July 1968. (ED028157) '"A model of the inquiry_drocess based on Jain Dewey's

concept of inquiry was,used to develop a means of observingrind :scoring individual inquiry behavior. TheAleacher's in'basket, a simulation of problems crossing a teacher's desk ina simulated school setting, was developed for the study.,Appended are a 51-Item bibliography--inbasket materials." 4(RIE) .

108. .13 S,ilations in Education and Training." Educational TechnoloW,X(10) October. 69 43-70.

"This issue of Educational Technolm includes a sectionentitled 'Simulation Ire and Training.' The articlesto this section are about various aspects ofsimulations in-cluding computer simulations, designing siMulations, and theeffects of simulation training on student teaching behavior.These articles should be of use,toieurrint-work being done in the field of educational ,simulations."

109. Slahor, Stephanie. "Decision-Making ,Experience in Adininistr tion.

chaoi Management, 1 i(9) Mpy 30-31. (EJ 057 287)

"Videotaped simulations provide administration studentswith something more than the usual textbook case histories."(C1JE)

110. Ste rant, Lorne D. "T acher-Training In the Schools." Readin

jArzetLerts, 8(2), February 71, 59 -61. (EJ 044 04

111. an, Howard A.,-and Johnson, Jim. Simulation Exercises.1111.: Creative,Educational MaterT07136117---------

112. Tansey, P.J. "Simulation Exercise." Reading, England:College of Education, 1968. (Mirrographed.)

r.

113. "Simulation Techniques in the Training of Teachers."S'Imulation and,Games, 1(3), Sept. 70, 281:303.

114. Tansey, P.J., editor. Sdnre As acts of mulation in Education.Maidenheall, Berkshire, gngland: Mc -Hill, 97,

"ThiS reference book covers a number of aspects of°simu-,lation4Ind gaming as they relate to education:" (Twelker)

Dekalb,

Berkshire

115. Tansey, and'unwin, Derick Simulation and G m

Education. ilew York: Barnes and Noble, In 9

Mills text yepresents the ftrst United K gdom commercfal

publication to summarize and explore in some depth all of the

various educational techniques that are commonly thought of

as InItructional simulation or gaming. The book which is /

aimed primarily at theteacher and the teacher educator examines

(1) the historicai'development of simulation and gaming, (2)

its advantages, (3); models and varieties of simulation (simu-

lotion games, non-Simulation games, and non-game simulation

exercises), (4) simulation in teacher whication, and (5) cam

puters and simulation. It is inforigtive for the noviCe as,

It pulls many diverse elements intoirk place." (TWelker)

116.P

Simulation ,and Gamin in Education Train n and Business.

Coleraine, N. ire and: Ness University o Ulster, Educat on

Centre, 1969. 7

/ -f

117. Teaching Research. Cos nstructionai!-Simulat ion Materials

for Teacher Educe chi Princi

Area of Classroom Management. tonnouth: Teaching Research

v.IrrsToNITiglaTriWrirrim of Higher Education, 1968.

118. Temp, -George. SiMulation and Teacher Education. Les ,Angeles:

University carTWITT(WITYTTWiEret'Education Project,.September

1962. .,

= "Implementation of simulation in instruction in educational

.psychology- courses at UCLA, the interest being initiated by

-Ir. Bert'Kersh of Teaching, Research, Oregon State Syst of

------ Higher Education." (Twelker),

119. Twelker, Paul 'A. "Classroom Simulation and Teacher Preparation."

The School Review, 75(2), 1967, 197-204,.-----71.471751TEWZFof the classroom simulation technique

to the problems of teacher preparation. includes a description

of a specific classroom simulation technique." (Twelker)

120. designing S1211tDinn Systems. Monmouth: Teaching Re-

search Divtsion, Oregon State System of Higher Education, 1969.

"Outlines the approach of designing instructional simu-.

lotion systems developed at Teaching Research. The 19phases

of simulation design are summarized, and an effort is made to

expose the vital decision points that confront the'designer

as he develops simulation'experiences " (Twelket)

121. .ItetlenliAtatlysissIdClassroSiom_rmslation as Adima

Instruction in Teacher Education. Mon6outh: Teaching Research

Division, Oregon State System o Higher Education, 'February,

1968. (E0021740)

-23,- 4

'° "Examines two adjunct instructional programs for teachereducation: classroom simulation training and interactionanalysis training.,-Examinea: What are the effects oftratning college students with the two techniques in terms ofteaching performance, course grades and attitudes towardteaching? 2) What.are the interactive effects of interactionarialysis training on the,classroom simulation training? .

3) Arelthere'interadilonsbetween 'learner characteristics andtraining program?" NelkerY

122. . "Simulation Applications in Teacher Education." Paperpresented eit the American Educational Research Assn., Chicago,February, 1966. NonMouth: Teaching ResearCh Division,-OreOnState System of Higher Ed4Cation. (ED025460) ,

"In 1961, Teaching Research. Division of Oregon StateSystem of Higher. Education began` developing a variety oUsimu-sated classroom situations.through the medium of sound, motionpictures and pridted matertals. initial evidence indicatesthat there is transfer of learning from simulated to real ex-perience, but much remains to be learned abedt how simulationbest works4' "(R1E)

123. Twelker, Paul A., editor. uctidnal Simulation: A-ResearchDevelo meat and Dissemination Activity. Monmouth: Teaching .

Research D.vision, Oregon State System of Higher Education,.Februerr, 1969. (0032657)

"Includes the folidwing chapters: Simulationi An Over-.

view (Twelker),; The Design of instructional Simulation Systems.Click-Crawford and twelker); instructional Past,Present and'Future (Twelker); Simulation inVocational Educa-tion (Dale G. liammeus); and Situational Response Testingp AnApplication-of Simulation Principles to Measurement (H. Del-Schalock)" .(TWelker).

24,. Twelker, Paul A., and Leyden, Ken. .Educat1 a1 Simulation/Gamin .

Stanford, Calif.: Stanford UniVersity, ERIC C earinghouse onMedia and TeChnology, August,1972. 7

"This paper briefly compares simulation, gining, and eduCa-Oonal simulation/gaming, Includes bibliographies of referencesources, liatS of nationally-teiagnized centers of activity insimulation/gaming, and addresses of Contact persons." (CID)

125.. OWelkir Paul A., et al. Successive vs. 'Simultaneous Attainment' of inttructional Ob ectives in Classroom Simulation. Monbouth:

each hg Research Divos on, Oregon State System o Higher Educa-tion, December, 1968. (ED026304)

"An experiment was conducted to determine which of threWmodes oftInstroction controlling the 'density' of'simulationtraining was most effective in terms of transfer.and most.efficlent'in-terms of the learning'rate of preservice teachers.The conclusion afteranalyses of variance was that the simul-.taneous method was more efficient." (R1E)

1,

31

-24*.

126. University Council for Educational Administration. The Ins uc-tional Uses of Simulation in the Pre aration'f SchoolWallinTiiTitors. Co umbus, Oh o: Univers ty UlundiTorIduCational Administration, 1962.

127. .. Simulation in Administrative Training. Columbus, Ohio:*-"Wiversity Council for-Educational Administration, 1969v

128. Utsey Jordan. Simulation In Reading. -Eugene, Oregon: Univer-sity of Oregon,., December, 1966. (ED013703)

.0% attempt to improve the reliability, validity, and. efficiency of all reading Instruction by modifying certallo

dimensions of teacher behavior is reported. Hatarials weredeveloped to give prospectivi teachers an opportunity to learnthe marking code of the informal reading Inventory, to!prac-

. ace, and to evaluate their skill. A series of simulatedinstructional films and printed materials was devised. Theresults indicated 94% accuracy." (RIE)

129. Utsey, Jordan; Millen, Carl; and beldin,,H.O. "Simulation: ABreakthrough_ in the Education of Reading Teachers:" PhiDelta Kappan, 47, June 66, 572-574.

"Proceduerfor using the Informal Reading Inventory in-structional Process materials (films and printed matter) totrain teachers in the use of the Informal Reading inventory toassess'. Child's reading level. Preliminary test results indi-cate that this method.allowi students, to assess reading levelswith more accuracy than teachers with an average of 11.6 yearsexperience (92% vs. 70% respectively). Carryover had not beencompletely evaluated but preliminary results indicate posi-tive results."' (Twitter)

Vicek, Charles W., Assessing the Effect and Transfer Value ofClassroomSimuiator Techni ue. East Lansing: Mich gan St

. Un versity, College e Education, 1965. (E0003635)"Investigations Were conducted on (1) the effect of a

classroom simulator in providing teacher-trainees with ex-perience in identifying and coping with classroom probprior to their student,teaching experience, (2) t transfervalue.of the classroom simulator experience, and (3) theeffect of the simulatorin teacher-trainee self-confidence.In addition, the study measured teacher-trainee attitudestoward their classroom simulator experience. /Concludingstatements indicated that (1) effective respenses to classrooM_problems can be developed through classroom Simulator expe-rienees prior to teaching assignments, (2). awareness of class-room problems is apparently possessed by teacher traineesprior to classroom simulator exile_ rienpe, (3) principles ,whichcan be used in solving classroom problems can be developedthrough classroom simulator experiencesi (4) experience gainedin responding to problems within the classroom simulator do

-25-

not transfer to th# tea-Cher-trainees' studen teaching ex-

periencee (5) prtricrples developed, ation in solving

classroom probTeiiis do transfer io, the teacher trainee's studentteaching experiehe, and (6) teacher-Xrainees' confidence inability-to teach 4-increased through classroom simulator ex-

perience." tillE)

` 13h. . -PClessrootiSimulation in Teacher Education." Audiovisual

instruction, 1112) , 19664.869q. -=-

1A classroom simulator was used to test the effectivenessof a simulation technique as Compared to conventional instruc-tion. Posttests for both groups were new simulation materials.Trained observers fountino'Significant difference between theexperienced and control groups in terms of awareness of prob-_lems or in effectiveness in responding to the prbblems. There

were significant differences In the. application of.principles

used in solving problems. Lew reliability between raters and

limitedkrecuim of observation data limit the significancM Of 4. the findings." (Twelker)-

134 Weber, Ullford'A. A Study of the-Feasibility of the RefinedS r cuse Universit Srecifications for a Comrehensive Under-

4

C

raduate and Inser Teacher Education. Proertm

tary Teachers: Final Report. Uew York: Syracuse University,

School of Education, December, 1969. (ED042723)"This study examined the financial human, material, and

organizational feasibility of developing and operating theSyracuse Model Elementary Teacher' Education Program. A

major emphasis is on.the detailing of costs associated withimplementation of the'program. Additional outputs from thestudyinclude a refinement of the model, descriptions ofstrategies dealing'ialth various aspects of program implementa-

tion. .a simulation package (described, but-not included in.this:aport) which allows potential adopters to face theprobleAs'of implementation." (RIE)

133. Weinberger, Morris 3, "The Use,of Simulation in the Teaching ofSchool Administrators."` linpUblished doctoral dissertation,Teachers College, Columbia University, New York, 1965.

Wynri, R. "Simulation: Terrible Reality in the Preparation of

School Adminis*ators." Phi, Delta Kerman, XLVI, December 64,

170-173

2,3

JOURI4ALS- AND NEUSIETTERS,

135. IS! Learning Letter. instructional Simulations, Inc., 2147"LearningAve., St. Paul, Minn. Ronald G. Klietsch,

Editor. Five issues per year, $1 per year."Included items of special interest to .classroom teachers

and simulation games users." (twelker)

136. Instructional Simulation newsletter.. Simulation Syitemerogram,

Teaching Research Division, Oregon State..,System of Higher

Education, Monmouth, Ore. Paul A. Twelker, Editor. Published

three times a year On an irregular basis, free.

"Reports:activities of the Simulation Systems Program(including reports and products available) and other articles

of interest to instructors, researchers, and developers."

5welker)

137. Occasional Newsletter About Uses of Simulations and Games fur

Education and Training. Project SIMILE, Mtstern BehavioralSciences Institute, 1150Silverado Road, La Jolla, Calif.

Compiled by the project staff. Publi,shed three _times a year A

on an irregular basis, $5 per year.'"Repo'rts reviews of commercial games as well as'activi-

ties by individuals in the field. A comprehensive; informa-tive, and valuable document for the classroom teacher as well

as the sephisAjcated gamer." (Twelker)

138. Simulation. Simulation Councils, Inc., P.O.-Box 8248, San Diego,

Calif. John McLeod, Editor, Monthly, $28,annually."Reports on the Use of computers and similar devicee em-

ploying mathematical or physical analogies. Includes a

calendar of events of computer-relatedgroups, a section on

computers inteducation, articles, simulation surveys and

literature reviews." (Twelker)

139. Simulation and Games: An International Journal, of Theory,. Design,

and Research. Sage Publication;, Inc., 275 S. Beverly Drive,

-Beverly Hills, Calif. Michael Inbar, Editor, Quarterly, $15

annually and professional discounts are available.""

"Simulation and Games is intended to provide a, forum fortheoretical and empirical papers related to mah, man-machine,

and machine simulations of social processes. The journal

publishes theoretical papers about simulations in research

and teaching, empirical studies, and technical papers about

new gamlng techniques. Each issue includes book reviews, .

listings of newly availabre simulations, and 'simulation

reviews'." (Twelker)

140. .....1.!ISiulstLorlIgpai'Stanford University, Box 8899, Stanford;

COIL- :Paul Twelker, Editor. five issues per Year (every

other month except in the summer). $4 per year.

"ThIS'tablold style, informal publication provides

re eras with practiCal. 'applicable' information in &IdItion.

tat' re theoretical considerations. It treats the applica-

AlOn of simulation and gaming on most Areas of'experience

and at different educational levels." (ERIC Paper, Aug. 1972)

SIMULATIONS AND GAMES

'141. Abt Associates Ina. EDFLAN. Cambridge, Mais.: Abt Associates,

Inc., 1970.':'"BDPLAN it a role -play simulation for.28-36 people which

demonstratei the major 1SsueS_of contemporary education-plan-

.ning, while encouraging .awareness of alternative programs,

costs, and benefits. Concepts preserted include: taxation;

bond issues; school board elections; alternative new teaching

strategies, content,.equipment, and facilities. Differing

points of view among teachers, administrators, elected offi-

ties, students, and tax - paying parents are included."

7(Games Central)

142. . FIxit. Ch4cago: Department of Educationa Services,

Science -ligsearch Associates."A simple game deilgned to focus attention on the prob-

lem of deciding whether to introduce games and simulations

Into any school system. " -( Twelker.)

143. . Sepex: A School. Electronics Planning Exercise. Cambridge

Mass.: Abt7Assotiates,,Inc., 1967.

-."Designed to involve educational decisiiii6iiklifi0-6 the

. proceis of planning applications of electronic systems to in-

str4tional and administrative educational services. 'Employs

.Inndvative simulation and.roleplaying techniques to motivate

and create - understanding of the feasibility, potential educe-

,

tional benefits and costs of alternative electronic systems

for interconnecting schObidistricts in large geographic`

areas of low population density." .(TWelker)

144, Bolten, Bale L. Selection of Teachers. Columbus, Ohio: Uni-

versity Council for Educational Admin(stration,"The objective of this game is to learn how .to process

information about a number of applicants and to make consis-

. tent decisions regarding the selection of -an applicant for

a position." .Zuckerman s Horn)

T.

-28-

145. Duffle, Edward G. Human Relations One Dimension of Teachin '`-

.01cxxnington: Ind ana University,-School o Education, Center

for Innovation In Teacher Education, available Spring 1973.

"This simulation package consists of films, film ex-

cerpts, audio-tapes, slides, instructor's Guide, and a. Student'

Mt.': The package incihdes materials of two major types. The

first"cluster of materials, a slide-tape'set plus printed

matter, provides the broad: context (general community) in

which Rose Brady, a neophyte teacher, begins her proftssional

cafter. Background materials relating the Thompson Ele-

me Lary School, an inner-city sclibol (100 year old) are also

provided. Hot only is information provided about the school

per se 'but the sub-community it serves as well. Another,'

cluster of materials relate to critical incidents and/or

episodes involving Rose Brady, encounters. which require deci-

sions on her part: Since the main focus ogg these materials

is upon the human relations dimension of teaching; the en-

counters involve.teacher-pupil relationships; teacher7parent-relatidnshipteacher-adminfitrator relationships, etc."

(Author) *

146: Center for the Advanced Study of EducationalAdministration.ERNSTSP1EL. Eugene: University of Oricomt, Expected avail-

abilityWinter 1972-73."A problem-solving kit which utilizes games, puzzles

and riddles. It is a self- instructional package designed

to enhance the ability,of school administrators and their

ataffi to solve. problems and make decisions as groups through

_ . Improved communication". The kit was conceived specifically

to help school.administrators prepare their staffs for the

predicted transition from the traditional self-contained

classroom to the classroom of the future involVing teaal..44sach

Ing and/or multidnit structure." (CASEA)

147,, -tulakshanic DonaId'R.T Droadbent, Frank; and Bubb, Roy. Inner

City Simulation Laboratory. .Chicago, Illinois: Scienci-Kg:Re-

search Associates, Inc., 1971.."Simulation techniques help prepare students Ind teachers

for the realities of the.inner-city tlassroom. Participants

assume role of Pat Taylor, teacher in a typical sixth-grade'

Inner-city classroom.. Ipcidents presented through films that

view the situation from teacher's subjective eyes and through

role play., in-basket memos, playlets, and course and committee

assignments. Thirty-four incidents cohsidered most frequent

and severe by inner -city teachers. Participants apply theories

and examine practice. Components include Director's Unit: 2

filmstrips and accompanying record, foorteen'16141) films,

spirit masters, .362rote-play cards, 'a Director's Guide, and a

Participant's Unit. Participanctl,s Unit: Cumulative Record

Folders for each student and 288-page Data Book." (SiA)

36

Ss

. '1

148. Teaching. Problems Laboratory. Chicago, tl11nois:

Science Research Associates, Inc., 1969. .

"Simulation materials create a fictitious but lifelikeelementary classroom where teachers and student teachers canpractice decfsion maki without restraints of actual teacb-

Ing situation. Filmstrips, films, teacher's handbook, cumu-lative records, and other materials help simulate a fifth -gradsclassroom in the town,of Madison, U.S.A. Thirty-one criti -.cal teaching incidents, considered the most troublesome prob-lems for first -year teachers, are included. Participants

becomeaware of the many considerations necessary to make adecision, the unique.problems that face teachers, and thewide-ranging effect their decisions can have Components in-

clude institutional Unit: 11 color-and -sound films, 2 fitm-

strips and a long - playing record, a set of rale-play cards,a Simulation Dfrictor's Guide, spirit masters, and a sample.Participant's Unit:. Participant's Unit: Cumulative Record

Folders, Faculty Handbook, Curriculum Handbook,. AudiovisualCatalag, Re&ling Progress Report, Sociograms, and Partici-pant's Respo4e Book." (SRA)

Dodge, Dorothy. Simulation as an Educational fool, Minneapolis,

Minn.: Association for Productive eaching, 1973."Six audiotapes.and a Leader's*Guide, plus 2 simulation

models 'Crisis' and 'Sitte' constitute a theroughgating in-troduction to,simmiation as in educationaV tool. Packagedesigned for use .in teacher' education; the simulation models,however, are, well suited fol. use in college and secondarysocial studies classes." Usiociation for ProductiV'e Teaching)

ISO. EduOation Turnkey Syttems, Inc. The COST-ED Model: A Lew

,Economic Tool for the School Administrator: Washington, D.C.:

Educatiod.Turnkey Systems, Inc., Septemher, 1971.(ED057462)

"This Model is a computerized mathematical simulation.

. of the,manner in` which educational decisions and patterns of

school operatioeaffect costs. The design shows how teacher'salaries, school building design parameters, and, decisionsregarding class size and Instructional materials expenditurescontribute to total school. costs. The sophisticated economicanalysis previded-by the COST-ED model is especially usefulIn program evaluations, program budgeting, and program simu-lations. Appendixes present sample computer reports and aglossary of terms." (RI E)

151. Forties, John, and Willey; Darrel. The School Personnel Manage-ment Game. University Park,'Mew. Mexico: The Academic"Planning Tool Center, 1963.

4

0

152. .Leadership Training institute for School. Personnel Utilization.in vice Trainin. Desist' Simulatton, Amherst: Massachusetts .Un vorsty, coo ducat . (ED051091)t"This exercise simulates the process of planning for

..Inservice training., The simulation'requires.that a planninggroup of 10 members formulates a plan for the 65 staff mem-bers of an elementary shoo, given the constraints of an in..service training budget, 4 school calendar, and alimited., ..,

amount of consultant help. The four phases of. the exercise : .are planning, evaluation and analysis, plan modification,- and reports and analysis." (R1E) ,

153. . Instructional Plannin Simulation. Amherst: Massa----alsetts University, School of 'Education, 1970.(ED051092) .

.

"This exertise.simulates the planning of an instruc-tional program for the second week -of the sixth grade In anelementary school, The goal is to influence the planning sothat the personal talents and interests Of tact:41066er ofthe six person staff team will be best used In the plannedactivities. All the material used in the simulation, withthe exception of the handbook, is Included in the document."(RiE),

0 ,

. Scho;1 Communicatiens Game. Amherst: Massachusetts'---rOvelVa707.07Education, 1970. (ED051090)"Th1s exercise explores by means of simulation theeffect which the communications that take place in a schoolhave on.;organizatito climate. The B :staff roles involvedare assistantsuperintendent, principal, English department*head, ; social studies uepartrnent head, science departmenthead, English teacher, social studies teacher, and scienceteacher. The objective for each one is to use the available'modes of communication

to achieve a

v-orsonalgoal which isindicated in the role description." (R1E)

155. School Hermit: Game. and Rules.A, e Massachusetts University, Schoo o Educat on,1970. (E0051093)"This exercise simulatesTthe planning of a differentleted,staffing prospectus fore high school. The objectives are (1)to develop.a program of differentiated

staffing based one' educational needs, (2) to identify critical organizationalvariables, (3) to experience the difficulties of group deci-sion making, and (4) to develop a training strategy. Themateriel required for the timulation Is Included In the4 document," (RIE)

156. Seimel, Melvyn. -Anticipation Games. Bleamington: Indianauniversity, Center for innovation in Teaching the HindlcappedInstructionakDevelopment.Laboratory. 4

*

includes gai'es True Grid, Twenty -Five, Over Easy, and

many variations. "AnTriT5R756 in this conte5R7175-The97retical construct involving the ibIlity to make accurate:predictions of a learner's behavior in a given situation."

(Author)

157. Beath Carl 8.1. and Ferri Roger.. Evaluation Traininnt. Simutalon Exercises. BlOomingtonITOWITTOW70577-----1WrersurerItTHITEvaluation-Center in Reading Education, 1971'

(8054917)"The preparation of this simulation matiria package.

is guided by the concept-:of-an evaluator as a decision-maker,based on-the definition of evaluation as a continuous,assess-ment concerned with answering decision-making questilms.The continuous concept of evaluation is based on the model

0 created by Egon GUba and Daniel Stuffleteam,-named by itsacronym CIPP--context, input,, process, and product evalua-tion. Secticns are devoted to describe and, explain the ,41P11evaluation model. The intent of this evaluation gamt...-4,0-=provide an instructional tool for- applying,the concept oftOntihuous eva.luatlOh to a reading program. Its specific/

goal is to teach the participant to use one evaluation mOiiel

as a guide to knowing what to do and what to aecide..

;materials describe a school syStem that hires an. evaluator'who must help conceive a reading program as well as assessit. The incidents described try toislmulate actual woolsituations. There are 3.kinds of pages.in.this simulati8A--game, each marked by a 4ifferent color: white pages ,Carrydescriptions, of situations, green pages are respof,Wsheets,and pink pages carry the 'omniscient comments' or ar;,Swert

/

proposed by tneAuthors." plE)

9

i5 Thiagarajan, Sivasai lam. The GAMEgamei, Sloomingto IndianaUniversity, Center for innovaiipn in Teaching th,tiHandi-capped,Instructional Development Laboratory, 11?1.-

"GAMEgame is a simulation game ondesishir developing,

evaluating, modifying and using learning games,it helps the players achieve the following objeCtives:--todesign a learning game given specifications amt the instruc-tional task and the target students--to test-+i learning gameand to modify it on the basis of student fer4tlack.-rto eval.p.ate a learning game in terms of cost effectmodify a learning game to suit local needs And conditions --to use a learning game effectively in ihe 70astroom. GAME-gemeAs designed for inserVice and preserice teachertraining,. ill, (Author)

159. Naked Monsters. -Bloomington: Indiana University,,Center for Onovation In Teaching the Handicapped, Instructional Development, tab

"The purpose of the monster games to introduce the.players to systematic skills in concept teaching and to givethem OpportunitiWpo use these skiliA,:as game strategy."(Author)

a

, -32-

I160. Twelker, Paul-SL Development of Lcw Cost irstrucOemal S3my-.

iation pateria15

Researcn Divisicr, tdrc.,ton tTik-TsT.t=lof Higher Education,July, 1970. (CD045553)

. "Two sets of low-cost instructional tion rate-.

rials for use in teacher education programs were developed,one dealing with problems of classroom ranagement and onedealing c*ith disosr.ary teaching. An effort wai Madeto expose students to certain principles of classroom managementor discovery teaching.before they used the simulation mate-,'

rials. Data obtained from the evaluation revealed that theclassroom managerent,seres left little to be desired intimeliness and credibility. Design-wIse, Improvements wereindicated that would be expected tea nave a significant posi-thre effect on strengthk robustness, reliability, and affectcreated by the system. Changes made' durirg the'course,ofthe project did not permit flild testing of. the discoveryteaching series. (An appendix,whicii constitutes about 3/4of the report, contaiAs-the "Student andAnstructm manualsfor the two series, a "ietti trial e..q.tlaation guide, commentson the cla,.5roor management Aeries from subject matter exr.pe.rts, media specialists, and students, and the iArplementa-

. tion analyses made by three schools of education involved,imtesting materials.)" (alE)

It

161. Vanditti, Frederick. The Changing-Nigh Schol A SimulaticnGame for Teachers in t Fredoninantlxnalislmiztt,Ueedhan. -New York, h.Y0 Anti-defamation League, Kenai111771577 1972.

162. . Solving Multi-*tl-Ac Prnmlersg L6kenont for the 4irS........ 7.1.*hen i:ew York, ',4.Y.: Anti:F017ation League, c nairith, 1972.

_

10. . Solving Mu1ethncPrs Val1boJ. Itt---ai6entam %e' -G -. tielc-T--A-thefalrmation Lea.se.

nai Writh, I72U